Nothing Special   »   [go: up one dir, main page]
Skip to main content
Springer Nature Link
Log in

Digital Learning Platforms and Peer Influence: Analysis of Performance and Collaboration

  • Conference paper
  • First Online:
Emerging Technologies for Education (SETE 2023)

Part of the book series: Lecture Notes in Computer Science ((LNCS,volume 14607))

Included in the following conference series:

  • 141 Accesses

Abstract

This study investigates the relationship between peer collaboration and student success, with a focus on identifying central figures among a cohort of 47 freshmen in a higher education setting. Utilizing digital learning platforms, students were surveyed biweekly over the course of an academic year to determine collaboration patterns, resulting in a total of 14 surveys. Participants were asked to identify up to five peers with whom they collaborated most intensively during the preceding two weeks. Through the application of network analysis, the study identified central figures within the student community, analyzing their role in influencing academic performance and collaboration dynamics. An interesting and unexpected linear relationship was found between students’ grade point average (GPA) and both the nominations received and given. The findings reveal complex interactions between peer influence, collaboration, and academic success, shedding light on the potential importance of key collaborative figures within educational environments. The implications of this research hold promise for educators, administrators, and policymakers seeking to leverage peer-to-peer collaboration to enhance student engagement and success.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 99.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 129.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

Similar content being viewed by others

References

  1. Alden, J.: Assessment of individual student performance in online team projects. J. Asynchronous Learn. Netw. 15(3), 5–20 (2011)

    Google Scholar 

  2. Bonacich, P.: Some unique properties of eigenvector centrality. Soc. Netw. 29(4), 555–564 (2007)

    Article  Google Scholar 

  3. Bouton, E., Tal, S.B., Asterhan, C.S.: Students, social network technology and learning in higher education: visions of collaborative knowledge construction vs. the reality of knowledge sharing. Internet High. Educ. 49, 100787 (2021)

    Google Scholar 

  4. Chandra, R.: Collaborative learning for educational achievement. IOSR J. Res. Method Educ. (IOSR-JRME) 5(3), 2320–7388 (2015)

    Google Scholar 

  5. Das, K., Samanta, S., Pal, M.: Study on centrality measures in social networks: a survey. Soc. Netw. Anal. Min. 8, 1–11 (2018)

    Article  Google Scholar 

  6. Douville, P., Wood, K.D.: Collaborative learning strategies in diverse classrooms. In: Collaboration for Diverse Learners, pp. 123–151. Routledge (2020)

    Google Scholar 

  7. Ellis, R., Han, F.: Assessing university student collaboration in new ways. Assess. Evaluation High. Educ. 46(4), 509–524 (2021)

    Article  Google Scholar 

  8. Feng, Q., Luo, H., Li, W., Chen, T., Song, N.: Effects of gender diversity on college students’ collaborative learning: From individual gender to gender pairing. Heliyon 9(6), e16237 (2023)

    Google Scholar 

  9. Firdaus, M.F., Wibawa, J.N., Rahman, F.F.: Utilization of GPT-4 to improve education quality through personalized learning for generation z in Indonesia. IT Soc. 8(1) (2023)

    Google Scholar 

  10. Freeman, L.C., et al.: Centrality in social networks: Conceptual clarification. Soc. Netw. 1, 238–263 (2002). Critical concepts in sociology. Londres: Routledge

    Google Scholar 

  11. Hoffman, A.S., Hamm, J.V., Lambert, K., Meece, J.: Peer-collaborator preferences of African American and white sixth-graders in mathematics classrooms. J. Exp. Educ. 88(4), 559–577 (2020)

    Article  Google Scholar 

  12. Jeong, H., Hmelo-Silver, C.E.: Seven affordances of computer-supported collaborative learning: how to support collaborative learning? How can technologies help? Educ. Psychol. 51(2), 247–265 (2016)

    Article  Google Scholar 

  13. Kubincová, Z., Homola, M.: Code review in computer science courses: take one. In: Xie, H., Popescu, E., Hancke, G., Fernández Manjón, B. (eds.) ICWL 2017. LNCS, vol. 10473, pp. 125–135. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-66733-1_14

    Chapter  Google Scholar 

  14. Kubincová, Z., Homola, M., Dropčová, V.: Peer reviews in a web design course: now students like them too. In: Wu, T.-T., Gennari, R., Huang, Y.-M., Xie, H., Cao, Y. (eds.) SETE 2016. LNCS, vol. 10108, pp. 624–634. Springer, Cham (2017). https://doi.org/10.1007/978-3-319-52836-6_66

    Chapter  Google Scholar 

  15. Kubincová, Z., Homola, M., Janajev, R.: Tool-supported assessment of wiki-based assignments. In: CSEDU (2), pp. 58–67 (2012)

    Google Scholar 

  16. Kubincová, Z., Kolčák, K.: Team assessment and self-assessment–can high school students do it? In: 2022 20th International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1–7. IEEE (2022)

    Google Scholar 

  17. Kubincová, Z., Suníková, D., Homola, M.: Badges for peer assessment of teamwork in organized education. J. Univers. Comput. Sci. 25(12), 1589–1607 (2019)

    Google Scholar 

  18. Lazonder, A.W.: Do two heads search better than one? effects of student collaboration on web search behaviour and search outcomes. Br. J. Edu. Technol. 36(3), 465–475 (2005)

    Article  Google Scholar 

  19. Leeder, C., Shah, C.: Strategies, obstacles, and attitudes: student collaboration in information seeking and synthesis projects. Inf. Res. Int. Electron. J. 21(3), n3 (2016)

    Google Scholar 

  20. Mahesh, J., Bhat, A.K., Suresh, R.: Are gen z values the new disruptor for future educational institutions? J. High. Educ. Theor. Pract. 21(12), 102–123 (2021)

    Google Scholar 

  21. Manzoni, B., Caporarello, L., Cirulli, F., Magni, F.: The preferred learning styles of generation Z: do they differ from the ones of previous generations? In: Metallo, C., Ferrara, M., Lazazzara, A., Za, S. (eds.) Digital Transformation and Human Behavior. LNISO, vol. 37, pp. 55–67. Springer, Cham (2021). https://doi.org/10.1007/978-3-030-47539-0_5

    Chapter  Google Scholar 

  22. Hernandez-de Menendez, M., Escobar Díaz, C.A., Morales-Menendez, R.: Educational experiences with generation z. Int. J. Interact. Design Manuf. (IJIDeM) 14, 847–859 (2020)

    Article  Google Scholar 

  23. Nokes-Malach, T.J., Richey, J.E., Gadgil, S.: When is it better to learn together? Insights from research on collaborative learning. Educ. Psychol. Rev. 27, 645–656 (2015)

    Article  Google Scholar 

  24. Pathak, A., Intratat, C.: Use of semi-structured interviews to investigate teacher perceptions of student collaboration. Malays. J. ELT Res. 8(1), 1–10 (2012)

    Google Scholar 

  25. Pesovski, I.: Using personality traits to forecast grades of computer programming students. In: INTED2023 Proceedings, pp. 4286–4286. IATED (2023)

    Google Scholar 

  26. Pesovski, I., Klashninovski, A., Makeska, A., Trajkovik, V.: The impact of learning management systems on student achievement and engagement in online classrooms. In: EDULEARN22 Proceedings, pp. 6451–6456. IATED (2022)

    Google Scholar 

  27. Pesovski, I., Santos, R., Kagan, S.: Perspective matters: a preliminary look into the differences between professor and student perception of test difficulty and their relationship with test performance. In: EDULEARN23 Proceedings, pp. 5163–5169. IATED (2023)

    Google Scholar 

  28. Pesovski, I., Dimitrova, T., Trajkovik, V.: Educational achievement and satisfaction during traditional, online and combined classes among students following intensive workplace related courses. In: 2021 19th International Conference on Information Technology Based Higher Education and Training (ITHET), pp. 1–9. IEEE (2021)

    Google Scholar 

  29. Pesovski, I., Klashninovski, A., Makeska, A.M.: The effect of frequent testing on student performance (2022)

    Google Scholar 

  30. Pesovski, I., Kulakov, A., Trajkovikj, V.: Differences in cognitive ability assessment results between millennial and generation z cohorts. In: Proceedings of the 19th International Conference for Informatics and Information Technology (2022)

    Google Scholar 

  31. Pesovski, I., Trajkovik, V.: The influence of frequent quiz-based exams on learning performance among computer science students. In: ICERI2022 Proceedings, pp. 5693–5699. IATED (2022)

    Google Scholar 

  32. Pettersson, F.: Understanding digitalization and educational change in school by means of activity theory and the levels of learning concept. Educ. Inf. Technol. 26(1), 187–204 (2021)

    Article  Google Scholar 

  33. Phillips, R., et al.: Student loneliness through the pandemic: how, why and where? Geogr. J. 188(2), 277–293 (2022)

    Article  Google Scholar 

  34. Pulgar, J., Ramírez, D., Umanzor, A., Candia, C., Sánchez, I.: Long-term collaboration with strong friendship ties improves academic performance in remote and hybrid teaching modalities in high school physics. Phys. Rev. Phys. Educ. Res. 18(1), 010146 (2022)

    Article  Google Scholar 

  35. Serra, R., Martinez, C., Vertegaal, C.J., Sundaramoorthy, P., Bentum, M.J.: Using student-led tutorials to improve student performance in challenging courses. IEEE Trans. Educ. 66(4), 339–349 (2023)

    Google Scholar 

  36. Szymkowiak, A., Melović, B., Dabić, M., Jeganathan, K., Kundi, G.S.: Information technology and gen z: the role of teachers, the internet, and technology in the education of young people. Technol. Soc. 65, 101565 (2021)

    Article  Google Scholar 

  37. Timotheou, S., et al.: Impacts of digital technologies on education and factors influencing schools’ digital capacity and transformation: a literature review. Educ. Inf. Technol. 28(6), 6695–6726 (2023)

    Article  Google Scholar 

  38. Yeh, Y.L., Lan, Y.J., Lin, Y.T.R.: Gender-related differences in collaborative learning in a 3D virtual reality environment by elementary school students. J. Educ. Technol. Soc. 21(4), 204–216 (2018)

    Google Scholar 

Download references

Acknowledgements

The work was supported by national projects nos. VEGA-1/0621/22 and APVV-20-0353 awarded by Slovak VEGA and APVV research agencies.

Author information

Authors and Affiliations

  1. Brainster Next College, Skopje, North Macedonia

    Ivica Pesovski & Petar Jolakoski

  2. Research Center for Computer Science and Information Technologies, Macedonian Academy of Sciences and Arts, Skopje, North Macedonia

    Petar Jolakoski

  3. Comenius University, Bratislava, Slovakia

    Zuzana Kubincová

  4. Magdeburg-Stendal University, Magdeburg, Germany

    Michael Herzog

  5. Faculty of Computer Science and Engineering, Ss Cyril and Methodius University, Skopje, North Macedonia

    Vladimir Trajkovik

Authors
  1. Ivica Pesovski
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Petar Jolakoski
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Zuzana Kubincová
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Michael Herzog
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Vladimir Trajkovik
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ivica Pesovski .

Editor information

Editors and Affiliations

  1. Comenius University, Bratislava, Slovakia

    Zuzana Kubincová

  2. South China Normal University, Guangzhou, China

    Tianyong Hao

  3. University of Salerno, Fisciano, Italy

    Nicola Capuano

  4. Sapienza University of Rome, Rome, Italy

    Marco Temperini

  5. Guangdong University of Foreign Studies, Guangzhou, China

    Shili Ge

  6. Chaohu University, Hefei, China

    Yuanyuan Mu

  7. LUMSA University, ROMA, Italy

    Paolo Fantozzi

  8. Zhejiang University, Hangzhou, China

    Jing Yang

Rights and permissions

Reprints and permissions

Copyright information

© 2024 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

About this paper

Check for updates. Verify currency and authenticity via CrossMark

Cite this paper

Pesovski, I., Jolakoski, P., Kubincová, Z., Herzog, M., Trajkovik, V. (2024). Digital Learning Platforms and Peer Influence: Analysis of Performance and Collaboration. In: Kubincová, Z., et al. Emerging Technologies for Education. SETE 2023. Lecture Notes in Computer Science, vol 14607. Springer, Singapore. https://doi.org/10.1007/978-981-97-4246-2_17

Download citation

  • DOI: https://doi.org/10.1007/978-981-97-4246-2_17

  • Published:

  • Publisher Name: Springer, Singapore

  • Print ISBN: 978-981-97-4245-5

  • Online ISBN: 978-981-97-4246-2

  • eBook Packages: Computer ScienceComputer Science (R0)

Publish with us

Policies and ethics

Search

Navigation